Their whole hearts: Formative reading in the young adult classroom
Students in a college literature class have been formed by conflicting approaches to literary pedagogy. The Common Core Standards deemphasize formative reading in favor of close reading, post-reading analysis of literary elements. A counter-movement, with its own network of publications and workshop...
| Publié dans: | International journal of Christianity & education |
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| Auteur principal: | |
| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Sage Publishing
[2020]
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| Dans: |
International journal of Christianity & education
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| Classifications IxTheo: | CD Christianisme et culture CF Christianisme et science KBQ Amérique du Nord |
| Sujets non-standardisés: | B
Young adult literature
B Literary Analysis B reading engagement B literary pedagogy B Common Core English |
| Accès en ligne: |
Volltext (Resolving-System) |
| Résumé: | Students in a college literature class have been formed by conflicting approaches to literary pedagogy. The Common Core Standards deemphasize formative reading in favor of close reading, post-reading analysis of literary elements. A counter-movement, with its own network of publications and workshops, emphasizes formative reading, emotional engagement, and the cultivation of adult reading habits. More grounded in reader-response theory, this approach promotes the emotional engagement and autonomy of student readers, and often makes use of young adult literature. This counter-movement, however, depends upon unspoken pre-conditions that connect it to some ancient regimes of formative reading. |
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| ISSN: | 2056-998X |
| Contient: | Enthalten in: International journal of Christianity & education
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| Persistent identifiers: | DOI: 10.1177/2056997119891445 |